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The purpose of this project was to examine where diploma- and advanced diploma-level vocational education and training (VET) qualifications lead. In particular, do they lead to employment in associate professional or professional occupations, and are they used as a pathway to university-level studies? These questions are addressed using data from the National VET Provider Collection and the Student Outcomes Survey, both of which are maintained by the National Centre for Vocational Education Research (NCVER). Analysis of the data provides an overall picture suggesting that undertaking diploma and advanced courses in VET leads to employment outcomes for many students. However, the research also demonstrated that many, particularly younger people, are employed at an occupational level below that intended by the course. There are significant further study outcomes from these courses, with about a third of young graduates going on to university studies. There are also variations in outcomes by field of education, with graduates in architecture and building, and also health having the best employment outcomes. However, high proportions of young graduates in minor fields, such as accountancy, and banking and finance, going on to university study following the course. Another noticeable feature of the overall picture is that subjects-only completers do not have nearly as good employment outcomes as graduates. They are considerably less likely to state an employment-related benefit and are more likely to be employed at an occupational level below that of associate professional. Show less

The vocational education and training (VET) sector has introduced frameworks to facilitate lifelong learning in Australia. These frameworks, aimed at enabling flexibility and responsiveness to the needs of students and industry, have implications for the professional development of practitioners and how they carry out their work, increasingly through the development of networks and partnerships. The development of these networks and partnerships is critical to lifelong learning and involves partnerships between VET and industry, educational institutions, governments and communities. Australia has as yet no overarching policy for lifelong learning but the concept is embedded in much of the education reforms that are taking place. A case study of a community of learning in the Peel district of Western Australia illustrates the importance of partnerships and networks.

This article is one of a number of articles presented in the section entitled ‘Teaching in partnership with the community’. These articles are indexed from TD/NSW 73.01 to TD/NSW 73.06 and at TD/NSW 73.08 and TD/NSW 73.11. Show less

This paper is a review of literature on employer engagement with vocational education and training (VET). The aim was to review measures that may increase employer participation in skills training and outline how the VET system in Australia has engaged with employers and the issues associated with this. The paper addresses four specific issues: (1) the main features of the VET system in Australia to encourage employer participation in training; (2) the main indicators used to measure employer training activity; (3) the main evidence relating to the returns employers obtain from training; and (4) the main barriers to employers undertaking any/more training. The paper concludes that the major form of engagement is through the competency-based training system, which is manifested through training packages. Another way employers are encouraged to engage with VET is through competition amongst training providers. This provides employers with greater responsiveness and choice. Show less

Innovation is seen as a way of increasing productivity in firms and also increasing prosperity for the nation. This 'at a glance' publication examines what is meant by innovation, the relationship between innovation and productivity, and the types of skills that are relevant to innovation. It also discusses the implications of innovation for the training system, government and enterprises. Show less

This report investigates where lower-level qualifications (certificates I and II) lead people in the prime-aged group (25-44) and the mature-aged group (45 years and over). These qualifications provide basic skills that can lead to employment-related outcomes, or they can be used as pathways to further study; they can also provide preparatory skills (for example, job searching skills) which may lead to employment or further study at a later time. Throughout the report, outcomes are analysed for both graduates (full-course completers) and nongraduates (subjects-only completers), for both certificate I and II level programs. Outcomes were also analysed for students who had enrolled in preparatory courses at certificate levels I and II. Where relevant, outcomes from certificate III courses are used to provide comparative 'benchmark' data, as this qualification level is considered to be the core of the vocational education and training (VET) system. Overall, the study found that there were no major employment-related or further study outcomes for prime- and mature-aged students who had undertaken certificate I and II courses. In addition, low proportions of students are projected to complete these courses, about a quarter at certificate I level and between a quarter and 30% at certificate II level. Outcomes in terms of gaining full-time employment after the course for those not employed before the course were quite poor (about 10%). Other employment-related outcomes from the course, such as career advancement or as a requirement of the job, were not major, and this was reflected in the proportions of those who did not report a job-related benefit from the course. A minority of prime- and mature-aged people were estimated to enrol in further study at a higher level (not much more than 10%). Further study outcomes from those enrolled in preparatory-type courses were also not significant. Relatively small proportions went on to enrol in further study at a higher level.

A complementary report by the same author, 'Australian Qualifications Framework lower-level qualifications: pathways to where for young people?', is indexed at TD/TNC 83.09. Show less

This presentation covers: importance of education; economic context; and changes in participation and attainment by equity group. The presentation concludes that educational participation and attainment has increased for disadvantaged groups but is still lagging behind and that a good education is critical to employment.

Edited excerpts from PowerPoint presentation. Show less

New Apprenticeships is a training option already available to associate professionals, typically those performing complex technical and administrative functions and qualified at diploma or advanced diploma levels. This study suggests that this apprenticeship-type training has real merit as a means of training associate professionals because it offers formal training agreements and incorporates structured training and work experience within contracts. Despite this, relatively few people undertake training as an associate professional through a New Apprenticeship. The aim of this research was to explore the issues affecting the New Apprenticeship system as a training pathway for this segment of the labour market. Interviews were conducted with representatives from a variety of organisations across six industries: building and construction, finance, community services, tourism and hospitality, information technology and real estate. Interview respondents generally predicted growth and a healthy long-term future for the six industries chosen as the focus of the research. However, they highlighted significant changes impacting on the work roles of people at higher Australian Qualifications Framework (AQF) levels in all six industries.

The report offers models for training of apprentices at associate professional level and three distinct training formats were identified: (1) the traditional single-stage format; (2) a two-stage format; and (3) fully work-based training. Case study interviewees were also asked to identify issues which might arise from provision of apprenticeships for associate professionals. Their responses covered a variety of areas, including terminology, licensing and industry awards, structure and delivery of training, age, training incentives, and concept promotion. Show less

Taking a break between high school and university is becoming increasingly popular for Australian students. Many use this time to work, undertake other study, travel and have a rest from formal learning. This paper discusses how a ‘gap-taker’ can be defined, noting that gap-taking is not the same as deferral. Using Longitudinal Surveys of Australian Youth (LSAY) data, the paper goes on to quantify the extent of gap-taking and examines the characteristics of gap-takers and non-gap takers. The final part of the paper compares the study and employment outcomes of gap-takers and those who do not take a gap year. Show less

Applied social science research needs to demonstrate that it is relevant and useful both to public policy and practitioners. In this current economic climate, researchers and their organisations need to be able to justify public expenditure on research. As such, it is important to evaluate the impact of research in line with its aims, be they policy- or practice-oriented. This guide describes the National Centre for Vocational Education Research (NCVER) approach to measuring impact using examples from our own case studies, as well as showing how to maximise the impact of applied social science research. This good practice guide firstly provides indicators of how to best assess impact across four domains: producing knowledge; building the capacity of researchers and end users; influencing policy; and influencing practice. The guide then discusses ways to maximise the impact of research such as approaches to dissemination, using contacts and networks (including end users), knowledge translation, and developing programs of research. Show less

NCVER recently moderated the UNESCO-UNEVOC virtual conference on return on investment (ROI) in technical and vocational education and training (TVET). The conference informed the wider TVET community about a collaborative research project on ROI in TVET and was an opportunity for the community to share their ideas, expertise and experiences with the research team. Some key messages from the conference included: information on ROI is a valuable tool to convince stakeholders to invest in TVET; the objectives of the TVET system in a country should inform the way ROI is collected and interpreted - however, economic outcomes of TVET (e.g. employment-related outcomes) are seen as being critically important; social aspects are also very important, and tie into the objectives of the systems, but these social measures are often indirectly linked to the economic ones; and the diversity of TVET systems and contexts pose considerable challenges for cross-country comparisons of ROI. Show less